Identifier: mechanicaldrawin04leed (find matches)
Title: Mechanical drawing for trade schools
Year: 1909 (1900s)
Authors: Leeds, Charles Carley, 1870- (from old catalog)
Subjects: Mechanical drawing
Publisher: New York, D. Van Nostrand company
Contributing Library: The Library of Congress
Digitizing Sponsor: The Library of Congress

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.—The student should try to realize that a sur-face is composed of a series of lines. The different methods of developing a surface are usually describedby the kinds of lines used for this purpose. As an instance, in ourpresent lesson we use parallel lines to develop the surfaces of thecylinders. If we were to cut the large cylinder through at point C, and werethen to spread it out flat, we would have a duplicate of the develop-ment of the large cylinder shown. For the reasons given above, the end view of the cylinder is theproper place to obtain the true length of the development, assumingthat the student is unable to find the circumference by simple arith-metic. The lengths of the various lines used in developing the surface ofthe pattern may be obtained from the side view. It is very desirable that each student should make a careful studyof this subject, as a thorough knowledge of the principle involved willbe of value when drawing difficult shapes. IZ I 3 i 4. 5 6 7 B S 10 II IS
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c d e ( g 1^ J k m n a be CLAS^ Industrial trade Machinisf name: John W.Roberts date April SO-Oy. THE CARNEGIE TECHNICAL SCHOOLS PITTSBURGH, l>A. School of Apprentices and journeymenmechanical drawing Intersections and DevelopmentsParallel Line Development SCALE Eull Size OtVG. No. C 1021 LESSON No. 27. INTERSECTIONS.—From Drawing C-1022, make a full-sizepencil drawing of the intersecting cone and cylinder and their develop-ments. If the student has fully mastered the previous lesson on intersections,he should be able to develop the curves of intersection shown in thetop and front views of the present lesson. These curves are found inthe same manner as those of the intersecting cylinders; that is, pointby point. The student may divide the end of the cylinder into any number ofpoints, then draw radial lines through these points. Or he may drawthe radial lines first, and then place ))oints at the intersections of thelines with the end of the cylinder, as shown by points i and 4. Th

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